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Applicable National Standards

Because teachers participating in the National Online Youth Summit develop individualized classroom plans, they align their plans to their own applicable standards. Standards to consider are listed below.

Technology
For applicable technology standards, see the International Society for Technology in Education National Educational Technology Standards Project, Performance Indicators for Technology-Literate Students, Grades 9-12

National Council for the Social Studies (NCSS)
The National Online Youth Summit addresses many of the skills identified as essential for the Social Studies by NCSS. In addition, depending on the focus of a teacher's individualized classroom plans, the following NCSS strands may be addressed by the 2004 summit "The Future of Capital Punishment: Current Polices and New Debates."

II: Time, Continuity and Change
The study of the ways human beings view themselves over time so that the learner can

• Systematically employ the process of critical historical inquiry to reconstruct and reinterpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, and searching for causality;
• Investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to recurring dilemmas and persistent issues, while employing empathy, skepticism, and critical judgment;
• Apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues.

IV: Individual Development & Identity
The study of individual development and identity so the learner can

• Apply the concept, methods and theories about the study of human growth and development, such as learning, motivation, behavior, perception and personality;
• Work independently and cooperatively within groups to accomplish goals

V: Individuals, Groups and Institutions
The study of interactions among individuals, groups and institutions so the learner can

• Apply concepts such as role, status, and social class in describing the connections and interactions of individuals, groups, and institutions in society;
• Analyze group and institutional influence on people, events, and elements of culture in both historical and contemporary settings;
• Describe and examine belief systems basic to specific traditions and laws in contemporary and historical movements;
• Evaluate the role of institutions in furthering both continuity and change;
• Analyze the extent to which groups and institutions meet individual needs and promote the common good in contemporary and historical settings;
• Explain and apply ideas and modes of inquiry drawn from behavioral and social theory in the examination of persistent issues and social problems.

VI: Power, Authority, and Governance
The study of how people create and change structures of power, authority and governance so that the learner can

• Examine persistent issues involving the rights, roles and status of the individual in relation to the general welfare;
• Analyze and explain ideas to meet needs and wants of citizens, manage conflict, establish order and security, and balance conceptions of a just society;
• Analyze and evaluate conditions, actions and motivations that contribute to conflict within and among nations;
• Evaluate the extent to which governments achieve their stated ideals and policies.

VII: Production, Distribution, & Consumption
The study of how people organize for the production, distribution, and consumption of goods and services so that the learner can

• Apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues.

IX: Global Connections
The study of global connections and interdependence, so that the learner can

• Analyze the relationships and tensions between national sovereignty and global interest in such matters as human rights concerns;
• Analyze or formulate policy statements demonstrating an understanding of concerns, standards, issues and conflicts related to universal human rights.

X. Civic Ideals and Practices
The study of the ideals, principles, and practices of citizenship in a democratic republic, so that the learner can

• Locate, access, analyze, organize, synthesize, evaluate, and apply information about selected public issues—identifying, describing, and evaluating multiple points of view;
• Practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic;
• Analyze and evaluate the influence of various forms of citizen action on public policy;
• Analyze a variety of public policies and issue from the perspective of formal and informal political actors;
• Evaluate the effectiveness of public opinion in influencing and shaping public policy development and decision-making;
• Construct a policy statement to achieve one or more goals related to an issue of public concern.

(From Expectations of Excellence: Curriculum Standards for Excellence, National Council for the Social Studies, 1994)